Author: Ceylan, Mükremin; Orbay, Keziban

Annotation: This research aims to examine the factors affecting the mathematics course achievement of students studying in rural primary schools. The study was conducted in the phenomenology design, one of the qualitative research designs. The data was collected through structured interviews with 35 classroom teachers working in rural schools of a district in eastern Turkey in the 2020-2021 academic year. The data obtained were analyzed with the descriptive content analysis method. Six different categories were identified under the theme of "mathematics course success." These categories were mathematics curriculum, teaching environments, teachers, parents, students, and distance education. In line with the opinions of the classroom teachers who participated in the study, it was concluded that the learning objectives were above the level of readiness of the students, and they should be simplified in general, materials were needed in the classrooms and schools, the education received by the teachers was important in concretizing the content, the parents did not show sufficient interest in the students, the students' love of the lesson and the teacher increased the success of the course, and the students had little participation in the lessons due to the lack of internet infrastructure and the limited technological tools to be connected to the lesson in rural areas during the COVID-19 process.

Keywords: primary school in rural areas, classroom teacher, math achievement

Pages in journal: 966 - 981